试论学校变革实践本位的创生性评价标准设计——“新基础教育研究”的探索

A tentative study of the criteria designing over the new basic education

就推进学校转型性变革而言,不同思路的评价标准设计作用迥异。结果指向的预设性评价标准,因为缺乏关于变革过程的理论研究及实践创造,往往导致"应试化"改革。"学校变革实践"的创生性评价标准,通过研究者进入变革实践,实现价值创生,将评价直接指向变革过程,并在推进学校转型时逐渐完成评价标准设计。"新基础教育"的评价标准,是在理论与实践双向建构中,随着理论与实践各自丰富的展开而逐渐形成的,与学校变革过程随程推进,在不同层次上逐渐具体化。

Over the school transformations lie the different evaluation criteria.The effect-based and presuppositional criterion that lacks reforming theory and practice results in examination-directed reform.In contrast,the transformative and formative criterion that is supported by the reform practices leads to the progression of reforms through the school transformation.The new basic education is committed to the mutual construction of theory and practice whereby the reform-oriented evaluation gradually comes into being.